The Devil is in the Details. Sex Differences in Simple Bargaining Games

The study of gender differences in social preferences has shown mixed results, preventing economists and other social scientists from drawing definitive conclusions on this topic. Several original investigations and experimental reviews have hypothesized that the main reason of this heterogeneity of results is the myriad of experimental designs used to study gender differences. In this paper we test this hypothesis by making male and female participants to face two different but related experimental games and two different information treatments. Through this 2x2 factorial design, we obtain results in line with some recent papers: women are sensitive to the design and context of the experiment in ways that men are not. In addition, we go further providing a well-grounded account on the importance of the context for female decision-making

Cómo hacer un estado de la cuestión

Se trata de una guía breve para estudiantes en la que se analiza cómo hacer un estado de la cuestión o revisión de la literatura de un trabajo académico

Nomofobia: revisión de la literatura y desarrollo de la versión española del Nomophobia Questionnaire (NMP-Q)

Tesis por compendio de publicaciones[ES] Esta tesis por compilación de artículos reúne tres publicaciones sobre nomofobia, definida como el miedo intenso, irracional y desproporcionado a no poder usar el smartphone, a separarse del móvil, a volverse incomunicable y/o perder la conexión con Internet. Tras el nacimiento de este constructo en 2014, con la publicación de la herramienta de evaluación ‘ ‘Nomophobia Questionnaire” (NMP-Q), desarrollado por Yildirim y Correia, surge nuestra línea de investigación que aspiró a adaptar y validar al castellano dicha herramienta. Por ello, en el primer trabajo publicado se presenta la versión española realizada con una muestra de 306 adolescentes y jóvenes de entre 13 y 19 años, para la que se realizó un análisis factorial exploratorio, el cual reveló una estructura de cuatro factores, y adecuados coeficientes de validez y fiabilidad. Se propusieron 3 percentiles para interpretar las puntuaciones de nomofobia, P15, P80 y P95, que corresponden al usuario ocasional, en riesgo y problemático, con puntuaciones de 39, 87 y 116 respectivamente. Como continuación a este estudio, se realizó otro trabajo con 5012 participantes, en el que se analizó con mayor profundidad la estructura factorial y la fiabilidad del cuestionario, midiendo la invarianza con relación al sexo y la edad. También se establecieron puntos de cortes específicos para distintas edades y sexo, permitiendo que la herramienta pudiera usarse con fines clínicos. El análisis factorial confirmatorio mostró un modelo jerárquico de 4 factores correlacionados y explicados por uno general de segundo orden. A igual que en el anterior trabajo, los índices de fiabilidad de las dimensiones del NMP-Q fueron satisfactorios y el análisis multigrupo confirmó la invarianza por sexo y edad. De nuevo, se calcularon 3 puntos de corte siguiendo los percentiles P15, P80 y P95, pero, a diferencia del trabajo anterior, donde seguimos una terminología procedente de la literatura sobre el uso problemático del móvil, en esta ocasión los percentiles calculados clasifican a los usuarios dentro de las categorías “sin nomofobia”, “en riesgo de nomofobia”, y “nomofóbico”, con puntos de corte de 34, 72 y 94, respectivamente. Paralelamente a estos dos trabajos realizados entre el 2017 y 2019, muchos equipos investigadores analizaron la nomofobia en distintos países, contextos socioculturales, con distintas muestras y analizando la relación entre nomofobia y diversas variables. Todo ello dio lugar a un cuerpo de conocimiento rico y muy dispar. Precisamente, la existencia de resultados “mixtos” en aspectos importantes como las diferencias de género o sexo y las tasas de prevalencia, dieron lugar a un objetivo último de esta tesis, que fue analizar el uso del NMP-Q y los resultados emergentes, tratando de dar un sentido global a los principales resultados de la literatura, así como identificar posibles lagunas y retos. Así, en la revisión sistemática analizamos 108 artículos publicados entre 2010 y 2019. Cabe señalar que no es frecuente realizar revisiones sistemáticas con una muestra final tan amplia, lo cual supuso un verdadero esfuerzo por “leer” de forma conjunta los resultados empíricos publicados hasta la fecha en que hicimos la revisión. Además, ratificamos que existe una gran heterogeneidad de datos debida en parte a diferentes notables a la hora de medir y reportar la prevalencia de nomofobia. Por ese motivo, una de las aportaciones principales que realizamos en esta revisión sistemática fue proporcionar una serie de pautas comunes para evaluar correctamente este constructo y para analizar los datos. En dicha revisión también examinamos diferencias por sexo y edad, encontrando que las mujeres y los jóvenes son los colectivos que tienen un mayor riesgo de desarrollar esta fobia. Finalmente, y trascendiendo los objetivos de la tesis, en las siguientes páginas también reflexionamos sobre el estado actual y futuro de la investigación en nomofobia, sobre todo, en el campo poco explorado de la intervención psicoeducativa. Así, presentamos algunas líneas de actuación, programas e iniciativas destacadas para fomentar un uso adecuado y saludable del móvil en prevención de la nomofobia y de otros problemas asociados

Gender-Differentiated Perceptions of Teaching among Preservice Teachers of Secondary Education

The decision to pursue a career in teaching is usually driven by vocational interests, with the social image of teachers playing a pivotal role in this choice. This study endeavors to explore the influence of gender on the perception of teaching and its impact on the inclination of preservice teachers towards vocational training. The research, based on a sample of 1469 participants, aims to evaluate attributive factors related to the decision to become a secondary school teacher, perceptions of the training received during the master’s degree, and gender disparities when recalling their previous teachers. To achieve this, an ad hoc questionnaire was employed. The data obtained were analyzed using Student’s t test, Chi-square, Somers’ D, and Chaid Tree. The results reveal gender differences by age and academic specialization, as well as a more negative evaluation of former high school teachers by female participants compared to their male counterparts. Overall, the study suggests that female students tend to retain more negative memories of secondary school instructors, a phenomenon that could be influenced by the prevailing unfavorable social image of teachers and their perceived struggle to compensate for past educational deficiencies upon embarking on a teaching career. Given that gender proves to be a relevant factor in the work of secondary school teachers, it is strongly recommended that the training of future educators address this issue with utmost diligence and depth. By sensitizing aspiring teachers to the potential challenges related to gender perceptions, teacher preparation programs can better equip them to navigate these complexities in the classroom and foster an inclusive learning environmen

Are Gluten-Free Foods Just for Patients with a Gluten-Related Disease?

Gluten, the set of wheat proteins that gives properties for food processing, is the cause of celiac disease (CD), and patients require a gluten-free diet lifelong. There are other bad-called gluten-related diseases as non-celiac gluten sensitivity and irritable bowel syndrome, for which triggering compounds are unknown, while wheat allergies and carbohydrate intolerances are associated with other wheat proteins and fructans, respectively. The boundaries of each disease are not clear, inducing confusion for diagnosis and dilemma about the right diet. Nowadays, the people who are currently in a gluten-free diet exceed several times the expected number of those requiring dietary gluten exclusion. It is because people consider themselves as affected and dangerously decide to self-diagnose as gluten intolerant and adopt a gluten-free diet. The alternative compounds used in gluten-free foods to obtain the technological properties given by gluten could induce problems in some disease conditions or lead to undernutrition especially in children and adolescents. It is because some gluten-free foodstuffs are limited in vitamins and minerals and contain more fat and sodium than their conventional wheat analogues. Therefore, gluten-free is not a good option for persons without diagnosis; it should be understood as a therapy, prescribed and followed by specialists

Relationship between emotional motivation and academic performance in second language learning

This article presents the results of a research study on the role that affective motivation plays in learning a second language (L2). There were 171 American university students of Spain, German, Italy, and Japan as a second language participated in the study. This was an ex post facto, cross-sectional, and correlational quantitative study that informs us of which is the type of motivation most beneficial for learners and considers variables such as age, gender, academic performance, and the intention to continue studying a second language. An online questionnaire based on the Dörnyei motivational model was administered. The results show that the variables ideal self and “projection of intended effort” of the learners are positively and significantly related to the academic performance of the students and to the intention of enrollment in future foreign language classes. At the opposite extreme, the deontic self or ought-to-self does not correlate significantly with any of the rest of the variables considered. Regarding the cross-sectional analysis of age and gender, no significant differences were found in gender. However, there was a negative and significant correlation between age and academic performance. Furthermore, there was positive and significant correlation between age and projected effort

Socioemotional development in children with callous-unemotional traits: A case study of a multimodal intervention

A subgroup of children with conduct disorder (CD) has callous unemotional traits (CU, e.g., lack of empathy, caring behaviours and remorse), which predicts a negative evolution of this disorder. Responses to empirically supported interventions are very low in children with CD and CU traits. This case study presents an individualized intervention with an 11-year-old child who shows a stable and aggressive pattern of disruptive behaviour (CD and attention-deficit/hyperactivity disorder) and severe CU traits. The goals of the intervention focused on both emotion recognition and parent training. The results of the treatment presented in this case study show advances in socioemotional development along with a decrease of problematic conduct, which improve the child’s ability to adapt to his environment. The need of personalizing and adjusting treatments aimed at modifying problematic conduct in children with CU is discussed to shed light on future approaches to clinical interventionDesarrollo socioafectivo de un niño con insensibilidad emocional: un estudio de caso. Un subgrupo de niños con problemas de conducta (PC) presenta también rasgos de insensibilidad emocional (falta de empatía, culpa y ausencia de conducta de cuidado) que predicen una evolución negativa del trastorno. Estos niños muestran baja respuesta a las intervenciones con apoyo empírico para los PC. Este estudio de caso presenta el tratamiento de un niño de 11 años con un comportamiento disruptivo severo (conducta problemática y TDAH) y pronunciados rasgos de insensibilidad emocional. Los objetivos de la intervención se centraron en el entrenamiento en reconocimiento emocional y en el entrenamiento parental. Los resultados del tratamiento muestran mejoras en el desarrollo socioafectivo del niño y disminución de las conductas problemáticas favoreciendo su adaptación al entorno. Se discute la necesidad de adaptar los tratamientos para modificar las conductas problema en los niños con insensibilidad emocionalLaura López-Romero’s contribution to this paper was partially supported by the Programa de Axudas á Etapa Posdoutoral da Xunta de Galicia (Consellería de Cultura, Educación e Ordenación Universitaria)S

A systematic review on nomophobia prevalence: Surfacing results and standard guidelines for future research.

[EN]Mobile phones allow us to stay connected with others and provide us a sense of security. We can work, chat with family and friends, take pictures, buy clothes or books, and even control home appliances. They play such a significant role in our lives that we feel anxious without them. In some cases, the relationship between humans and these communication devices have become problematic. Nomophobia (NMP) is the fear of becoming incommunicable, separated from the mobile phone and losing connection to the Internet. Since this social phobia was coined in the first decade of the XXI century, a growing number of studies have studied it and reported the prevalence of this technology-related problem. However, this research activity has generated mixed results regarding how we assess and report nomophobia and who may be at a higher risk of suffering or developing it. We conducted a systematic review of 108 studies published in English and Spanish and collected them in Parsifal. We searched for assessment and prevalence data on nomophobia. Also, we looked at gender and age differences to identify risk factors and see if these differences exist and emerge worldwide. In this study, we find that women and younger individuals suffer more from nomophobia. The disparity in reporting the prevalence of nomophobia is enormous since the percentages of "at-risk" participants go from 13% to 79%, and participants suffering from it are between 6% and 73%, being the score in the range of 45.5 and 93.82. Within the group of nomophobic people, moderate cases vary between 25.7% and 73.3%, and severe cases, between 1% and 87%. Such disparity is due to differences in assessment criteria. Females and young people seem to be more vulnerable to nomophobia although methodological disparity makes it difficult to reach definitive conclusions. We conclude our review by recommending some common guidelines for guiding future research.This research was funded by the Spanish Ministry of Economy, Industry and Competitiveness, RTI2018-094212-B I00: (CIBER-AACC), and PID2019-107589GB-I00, and it was also supported by the International University of La Rioja, Project Cyberpsychology (Triennium 2017-2020)

Cómo escribir un trabajo de fin de grado. Algunas experiencias y consejos prácticos.

Este libro reúne orientaciones prácticas para los estudiantes universitarios que preparan sus trabajos de fin de grado (TFG), con el objetivo de que puedan adquirir, desarrollar y pulir todas las competencias y destrezas necesarias para elaborar un trabajo académico. Para esto, en la presente guía se abordan los pasos y herramientas necesarios para escribir un buen TFG: cómo elegir el tema, cómo estructurar el texto, cómo escribirlo, cómo referenciar las fuentes, cómo relacionarse con el director de TFG, cómo exponer y defender el trabajo ante el tribunal y qué recursos informáticos es conveniente utilizar para dar al trabajo un aspecto más adecuado e innovador